Assessing Student's Needs for Assistive Technology (ASNAT)

Chapter 1 - Assistive Technology Assessment
Considering the Need for Assistive Technology
Every IEP Team is now required to “consider” the child’s need for assistive technology. When you do
“consider” assistive technology, that process should involve some discussion and examination of
potential assistive technology. It should not be ignored or skipped over. It should not be someone
saying, “Assistive technology? No, he doesn’t need that.” with no real discussion. Consideration is
defined in the American Heritage Dictionary as “to think carefully about, to form an opinion about, or to
look at thoughtfully.” We believe that Congress did not choose that word by accident, but clearly
intended that there would be some thought about whether assistive technology may be needed by this
child.
This “thoughtful look” should certainly include at least a brief discussion of which assistive technology
might be useful and whether it is needed. In order to do that, someone on the IEP team will need to be
sufficiently knowledgeable about assistive technology to help lead the discussion. That person may
bring along specific resource information about assistive technology to help all team members focus on
what assistive technology exists for the tasks that are challenging to the student. That information might
be books, catalogs, printouts from a website, or actual hardware or software to see. Whether resources
are brought along or not, there should be a brief discussion of assistive technology during which at least
one person displays some knowledge about relevant assistive technology.
Because this discussion should be brief, it should last at least a minute or two, but no more than 15 to 20
minutes. Congress intended that we could do this within the confines of an IEP meeting, so it should not
add appreciably to the length of that meeting. If understanding and agreement cannot be reached in
twenty minutes, then it is possible that there are questions that need to be addressed in another forum
such as an assistive technology evaluation.
In addition to talking about the assistive technology itself, there should be a discussion about assistive
technology services. School districts are required to provide both the devices and the services, and the
“consideration” requirement also includes assistive technology services. Specific assistive technology
services may include: an evaluation of the student’s need for assistive technology; training of the
student, members of the family or staff on how to use the assistive technology; technical assistance
about its operation or use; modification or customization of the assistive technology; and other supports
to the school personnel that might be necessary for the assistive technology to be appropriately used.
What these other supports might be is not specified in the law. It could include anything that is needed,
for example, training on how to add new vocabulary to an augmentative communication device or scan
new materials into a software program that reads the text, or time for planning about how and when
these things will happen and who is responsible.
Assessing Students’ Needs for Assistive Technology (2004) 6